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Barata, M., Santos, J. M., Sousa, D., Silva, C., Alface, C. & Coelho, P. (N/A). We are on the road to somewhere: How deliberate practice can enhance the path of continuing education in mental health. Practice Innovations. N/A

M. Barata et al.,  "We are on the road to somewhere: How deliberate practice can enhance the path of continuing education in mental health", in Practice Innovations, vol. N/A, N/A

@article{barataN/A_1743815933067,
	author = "Barata, M. and Santos, J. M. and Sousa, D. and Silva, C. and Alface, C. and Coelho, P.",
	title = "We are on the road to somewhere: How deliberate practice can enhance the path of continuing education in mental health",
	journal = "Practice Innovations",
	year = "N/A",
	volume = "N/A",
	number = "",
	doi = "10.1037/pri0000273",
	url = "https://www.apa.org/pubs/journals/pri"
}

TY  - JOUR
TI  - We are on the road to somewhere: How deliberate practice can enhance the path of continuing education in mental health
T2  - Practice Innovations
VL  - N/A
AU  - Barata, M.
AU  - Santos, J. M.
AU  - Sousa, D.
AU  - Silva, C.
AU  - Alface, C.
AU  - Coelho, P.
PY  - N/A
SN  - 2377-889X
DO  - 10.1037/pri0000273
UR  - https://www.apa.org/pubs/journals/pri
AB  - The first study aimed to evaluate the impact of deliberate practice (DP) training during the 2 and 3 years of a bilingual clinical existential therapy program. The evaluation focused on its influence on facilitative interpersonal skills (FIS), as perceived by 14 participants and assessed by three independent raters. The second study explored the subjective experiences of 12 participants, with particular emphasis on strategies for repairing ruptures in the therapeutic alliance, while also evaluating their FIS. Each week, participants engaged in DP training and recorded their responses to video stimuli from the FIS task, which simulated therapeutic encounters. In the second study, participants also documented their reflections on the program. In the first study, improvements were observed in various dimensions of FIS, although participants’ self-perception of their abilities declined over time. In the second study, only verbal fluency showed significant improvement, with no changes in other dimensions. Participants’ feedback on the training revealed two key themes: promotion of skill acquisition and perceived obstacles and challenges, comprising 19 subcategories. The findings suggest that DP training can improve specific interpersonal skills, but its impact on self-perception may not be consistent. Further research is needed to explore the factors influencing skill development and participant perceptions in DP training. 
ER  -